I’ve only read about or investigated flow or flow-state at a very surface level. I’m encountering more and more references to the concept. Kapp calls flow “the ideal state between boredom and anxiety or frustration”. He indicates it requires a person to be fully immersed and solely focused on what they’re doing. And he writes that flow happens when a task is in perfect alignment with a person’s level of skill and their abilities. The part of the definition of flow that I find myself getting hung up on is the notion that a person must give the task the entirety of their attention and block out all other distractions.

I don’t disagree with this notion as something that would effectively help someone succeed in a task. However, I wonder whether, in today’s digital age, it is realistic to believe flow (as described) can actually be achieved – or at least whether it is becoming more challenging to achieve. In education we hear all the time about the shortening attentions spans of today’s multi-tasking young learners. In many cases we’re encouraged to design and deliver learning in increasingly engaging, technology-infused and shortened, episodic ways. So I do find myself wondering if today’s society (including its classrooms) makes achieving flow more challenging or not. I wonder if, by constantly working to be more engaging and entertaining, to shorten the delivery/facilitation of learning into smaller and smaller units – are we sacrificing opportunities for flow?

Our last few readings have focused on games and gamification of learning. In this article, Kapp presents flow as a significant goal of game design. I know I’ve mentioned this in a previous post (or two…) but I feel I’m really starting to see a strong trend. The principles of good game design seem to parallel, in many direct ways, the principles of good instructional design. When I read Kapp’s overview of Csikszentmihalyi’s eight components of flow: achievable task; concentration; clear goals; feedback; effortless involvement; control over actions; concern for self disappears; loss of sense of time – I can’t help but think how most or all of these would be/are listed in frameworks for good instructional design. The leap from learning to playing games is not so great, it seems.

This was a great post that you made and it really got me thinking too. I had to watch the video you posted a few times to really grasp the concept of flow. As you inquired in your post, "I wonder whether, in today’s digital age, it is realistic to believe flow (as described) can actually be achieved – or at least whether it is becoming more challenging to achieve", which I also too question. After some thought, I don't think the question is really can we engage or achieve flow, it is more about trying to achieve the same flow that students possess while playing video games like Grand Theft Auto or binge watch Netflix shows like Breaking Bad. They have found opportunities to engage in video games rather than solving Math problems or watch shows that are way more interesting than balancing financial statements. Although it can be a parent's nightmare, I somewhat understand. A student will be in school for 8 hours a day, learning material in courses through various means (some of which may not cater to their learning style). If playing a video game to escape for a small period of time or take a break from homework is being done, it can't or shouldn't really hurt can it? The problem therefore is not the game, but the amount of time that is spent playing this game. These games and shows are addicting (I know this for a fact - but so are a lot of other activities, hobbies, etc) so it is about control and balance. Now, only if I can find a way to have my students find their Accounting flow!!!

Reply

Nic

6/15/2015 22:46:57

Thanks for your comment, Rickesh. Your perspective on finding 'equivalent' flow makes a lot of sense and definitely seems more achievable. I hope your students do achieve accounting flow - I wish I'd had a little more math/accounting flow when I was in high school!